Student will understand that there are key injury preventatives related to kitchen safety
Student will know food and kitchen safety tips.
Student will be able to apply safety and injury prevention to the kitchen
Maine Learning Results Alignment
Maine Learning Results: Health Education and Physical Education
A6 Basic Health Concepts
Grades: 6-8
Students will explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
Rationale: This lesson supports the Maine Learning Results by combining the safety and injury prevention with food and nutrition.
Assessment
Formative (Assessment for Learning) The assessment for this lesson will involve more observations during the lecture portion of the class. A pre-quiz on food safety will be given to students as a form of self-assessment. Students will then participate in a kitchen safety checklist activity, for which I will be observing the participation of students
Summative (Assessment of Learning) Students will write a reflective blog at the end of the lesson, which will be assessed using a checklist (see attached). I will provide students with a copy of the checklist during class.
Integration
Technology: Students will be using their laptops and the internet to research the latest statistical information on kitchen mishaps and injuries.
English: Students need to write a reflective blog.
Groupings
The entire class will be working as a group during the kitchen safety checklist activity. The checklist will act as a “scavenger hunt” and students have to ask their classmates what questions they were able to answer “yes” to. When students find a classmate that has a check in the space where they could not answer “yes” to, they can record that classmates initials in the space provided. The first student to fill in each of the twenty spaces with a check or initials will be declared the winner of the activity.
Differentiated Instruction
Strategies *Logical: Will be met through the pre-quiz in the hook. Verbal: Will be met during lecture and through readings on kitchen safety. Interpersonal: Students will work together on researching kitchen safety. Kinesthetic: Will be met through students researching and using their laptops. Musical: The lecture will be short, which will leave time to listen to music while students work.
Modifications/Accommodations
*I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Students who are absent are responsible for making up the work they missed and meeting with the teacher to review lectures. They will be given an extension of two days for each day absent to complete homework and class assignments they may have missed. Assignments should be turned in on time, but an extension will be given to students who meet with the teacher prior to class.
Extensions I will be using a Type II Technology by incorporating an online pre-quiz (see sources), which will be used as the hook. As a class, we will go over the correct answers as part of our class discussion. I will ask students which questions were difficult to answer, and which ones they got right.
Materials, Resources and Technology
laptops
pencils/pens
kitchen safety checklist
Blog checklist
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with a safe and comfortable classroom environment. Students and I should be supportive of each others opinions, and provide an encouraging atmosphere. I use a variety of activities on an individual level as well as in groups to meet the needs of all students. I have organized this lesson to provide students with a clear procedure and expectations.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:In this lesson, I begin with an activity to further self-knowledge. Our health changes from day to day, year to year, but I believe it is important to take the time to reflect on our personal health once in awhile. This lesson will cover a part of the MLR: Students will explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson addresses the Maine Standards for Initial Certification by incorporating many multiple intelligences. I will attend to verbal intelligences in the presentation of content notes on food and kitchen safety. Logical intelligence will be met during the pre-quiz in the hook. Intrapersonal intelligence will be met with students working independently on the pre-quiz and filling out the kitchen safety checklist. I will address interpersonal intelligence while students work as a class to fill in the kitchen safety checklist. Kinesthetic intelligence will be met when students use their laptops for the pre-quiz. They will also be moving around during the kitchen safety checklist activity. I will play music in the background during the kitchen safety checklist activity and the quiz, for those students with a musical intelligence. I will be using technology in this lesson during the hook. Students will be given a Website to take an online pre-quiz.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:For this lesson, I will be making informal evaluations of students through observations during the pre-quiz, class discussions, and the kitchen safety checklist activity. A blog entry from each student will follow the lesson to measure student understanding of food and kitchen safety. I will be following a checklist to assess the blogs.
Teaching and Learning Sequence:
The classroom will be arranged with student desks in groups of four spaced out around the room. Students will sit with their assigned team for the remaining of the quarter. Agenda:
Pre-quiz for the hook
Class discussion over the quiz answers
Presentation of content
Kitchen safety checklist activity
Post-quiz assessment
Students will understand that there are key injury preventatives related to kitchen safety. I will begin the class with a pre-quiz on food safety. Students can access the quiz from the Website (http://www.fda.gov/fdac/features/895_kitchen.html) and write down the answers on a scrap piece of paper. The students’ answers to the twelve questions will not be collected. I will read over the correct answers, which can be found on the same page as the questions, and students can follow along on their own laptops. The food safety pre-quiz will relate to the students' lives they come in contact with food everyday, but there are many food safety precautions that are often ignored. I will poll the class to find out which questions were difficult to answer, and which ones they got right. The class discussion will be based on: After taking this quiz, what food safety tips can you practice at home? How can you get your parents involved in these food safety tips? (15 minutes) What, Where, Why, Hook, Tailors: Verbal, Intrapersonal, Logical, and Kinesthetic.
I will present students with information for this lesson based on the content notes (see attached). Students will need to know food and kitchen safety tips. Once all clarifying questions are addressed, I will pass out the kitchen safety checklist (see attached) to each student. Students will read over the list and place a checkmark next to each question they can successfully answer “yes” to. (20 minutes) Equip, Explore, Rethink, Tailors: Verbal, and Intrapersonal.
Then students have to take out a different colored writing utensil than what they used to record their answers. The checklist will now act as a “scavenger hunt” and students have to ask their classmates what questions they were able to answer “yes” to. When students find a classmate that has a check in the space where they could not answer “yes” to, they can record that classmates initials in the space provided. During this time, I will be available for assistance. Music will be playing softly in the background to get students motivated to get walking around the room. The first student to fill in each of the twenty spaces with a check or initials will be declared the winner of the activity. Students will be able to apply safety and injury prevention to the kitchen. Students can assess the state of their own kitchen and some ways they can all make changes or ask their family to make changes if needed. (30 minutes) Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Kinesthetic, Interpersonal, Musical
Students will be able to self-assess their progress in this lesson by taking a pre-quiz (online). I will ask students to write a blog entry on what class discussions. The blog will be based on all of the food and kitchen safety tips discussed during class and will be evaluated with a checklist (see attached). For this lesson, I will be making informal evaluations of students through observations during the pre-quiz, class discussions, and the kitchen safety checklist activity. (15 minutes) Evaluate
UMF LESSON PLAN FORMAT
Teacher’s Name: Maria Minor Lesson # : 4
Grade Level: 8 Topic: Food and Kitchen Safety
Objectives:
Maine Learning Results Alignment
A6 Basic Health Concepts
Grades: 6-8
Students will explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
Rationale: This lesson supports the Maine Learning Results by combining the safety and injury prevention with food and nutrition.
Assessment
The assessment for this lesson will involve more observations during the lecture portion of the class. A pre-quiz on food safety will be given to students as a form of self-assessment. Students will then participate in a kitchen safety checklist activity, for which I will be observing the participation of students
Students will write a reflective blog at the end of the lesson, which will be assessed using a checklist (see attached). I will provide students with a copy of the checklist during class.
Integration
English: Students need to write a reflective blog.
Groupings
Differentiated Instruction
*Logical: Will be met through the pre-quiz in the hook.
Verbal: Will be met during lecture and through readings on kitchen safety.
Interpersonal: Students will work together on researching kitchen safety.
Kinesthetic: Will be met through students researching and using their laptops.
Musical: The lecture will be short, which will leave time to listen to music while students work.
*I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Students who are absent are responsible for making up the work they missed and meeting with the teacher to review lectures. They will be given an extension of two days for each day absent to complete homework and class assignments they may have missed. Assignments should be turned in on time, but an extension will be given to students who meet with the teacher prior to class.
I will be using a Type II Technology by incorporating an online pre-quiz (see sources), which will be used as the hook. As a class, we will go over the correct answers as part of our class discussion. I will ask students which questions were difficult to answer, and which ones they got right.
Materials, Resources and Technology
pencils/pens
kitchen safety checklist
Blog checklist
Source for Lesson Plan and Research
- Content Notes (see attached)
Maine Standards for Initial Teacher Certification and Rationale
Rationale:
This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with a safe and comfortable classroom environment. Students and I should be supportive of each others opinions, and provide an encouraging atmosphere. I use a variety of activities on an individual level as well as in groups to meet the needs of all students. I have organized this lesson to provide students with a clear procedure and expectations.
Rationale: In this lesson, I begin with an activity to further self-knowledge. Our health changes from day to day, year to year, but I believe it is important to take the time to reflect on our personal health once in awhile. This lesson will cover a part of the MLR: Students will explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
Rationale:
This lesson addresses the Maine Standards for Initial Certification by incorporating many multiple intelligences. I will attend to verbal intelligences in the presentation of content notes on food and kitchen safety. Logical intelligence will be met during the pre-quiz in the hook. Intrapersonal intelligence will be met with students working independently on the pre-quiz and filling out the kitchen safety checklist. I will address interpersonal intelligence while students work as a class to fill in the kitchen safety checklist. Kinesthetic intelligence will be met when students use their laptops for the pre-quiz. They will also be moving around during the kitchen safety checklist activity. I will play music in the background during the kitchen safety checklist activity and the quiz, for those students with a musical intelligence. I will be using technology in this lesson during the hook. Students will be given a Website to take an online pre-quiz.
Rationale: For this lesson, I will be making informal evaluations of students through observations during the pre-quiz, class discussions, and the kitchen safety checklist activity. A blog entry from each student will follow the lesson to measure student understanding of food and kitchen safety. I will be following a checklist to assess the blogs.
Teaching and Learning Sequence:
Agenda:
- Pre-quiz for the hook
- Class discussion over the quiz answers
- Presentation of content
- Kitchen safety checklist activity
- Post-quiz assessment
Students will understand that there are key injury preventatives related to kitchen safety. I will begin the class with a pre-quiz on food safety. Students can access the quiz from the Website (http://www.fda.gov/fdac/features/895_kitchen.html) and write down the answers on a scrap piece of paper. The students’ answers to the twelve questions will not be collected. I will read over the correct answers, which can be found on the same page as the questions, and students can follow along on their own laptops. The food safety pre-quiz will relate to the students' lives they come in contact with food everyday, but there are many food safety precautions that are often ignored. I will poll the class to find out which questions were difficult to answer, and which ones they got right. The class discussion will be based on: After taking this quiz, what food safety tips can you practice at home? How can you get your parents involved in these food safety tips? (15 minutes) What, Where, Why, Hook, Tailors: Verbal, Intrapersonal, Logical, and Kinesthetic.